The recommendations made by an earlier energy audit of thecomplex are summarized. A technical analysis is given for thosemeasures that were chosen for implementation. A monitoringprogram is detailed and final recommendations made.
Explains what preferences in chocolate reveal about a person's character and personality
Explains what preferences in chocolate reveal about a person's character and personality
Reviews research on the characteristics and identification of students displaying mathematical gifts and talents, as well as discussing research on the level of mathematical competency of the gifted and talented students in the U.S. An overview of the Curriculum and Evaluation, Professional , and Assessment Standards for School Mathematics is included along with recommendations for curriculum, teaching, and assessment of students showing mathematical talent. Specific recommendations for programs, teaching strategies, resources, and alternative means of evaluation are suggested.
In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and
learning (pp. 687-709). Reston, VA: National Council of Teachers of Mathematics
. Rogers, K. B. (1986). Review of research on the education of intellectually and ...
The purpose of this study is to examine the effects of brain-based learning within the framework of two elementary schools that administer the Wisconsin Knowledge Concepts Exam. Teachers of these students were previously in-serviced on the implementation of brain-based learning strategies. This study's primary purpose is to gain an understanding of the effects of these practices on students as measured by the Reading Assessment from the Wisconsin Knowledge and Concepts Exam (WKCE). The method used was a survey designed by the researcher and distributed to the faculty of the students in grades three, four and five. The study found an increase in Reading scores as measured by the WKCE. The most significant change originated in students on the lower end of the continuum. This can be attributed to the current understanding that students scoring proficient or advanced had brains that were more efficient at the task of evaluating and analyzing text; therefore, the brains of these students did not require the extra enrichment provided by brain-based learning; however, for students at the lower end of the continuum, brain-based learning necessitated an increase in scores. There was positive correlation between brain-based learning strategies and expected student achievement for these students. The researcher recommends the research continue for two or more years to determine if the positive correlation continues.
The purpose of this study is to examine the effects of brain-based learning within the framework of two elementary schools that administer the Wisconsin Knowledge Concepts Exam.
